Ethical Dilemma vs. Ethical Lapse

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2 Collaboration, Interpersonal Communication, and Business Etiquette

LEARNING OBJECTIVES

After studying this chapter, you will be able to

1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001624) List the advantages and disadvantages of working in teams, describe the characteristics of effective teams, and highlight four key issues of group dynamics.

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P70010124510000000000000000016F4) Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P700101245100000000000000000177E) List the key steps needed to ensure productive team meetings.

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#P70010124510000000000000000017E9) Identify the major technologies used to enhance or replace in-person meetings.

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#P700101245100000000000000000180E) Identify three major modes of listening, describe the listening process, and explain the problem of selective listening.

6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#P7001012451000000000000000001891) Explain the importance of nonverbal communication, and identify six major categories of nonverbal expression.

7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018D4) Explain the importance of business etiquette, and identify four key areas in which good etiquette is essential.

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COMMUNICATION CLOSE-UP AT Cemex www.cemex.com (http://www.cemex.com)

You probably have been on a lab team or other project team that had trouble collaborating. Maybe you couldn’t get everyone in the same room at the same time, or important messages got buried in long email threads, or good ideas were lost because the right information didn’t get to the right people at the right time.

Imagine trying to collaborate when you have thousands of potential team members spread across dozens of countries. The Mexican company Cemex is one of the world’s largest producers of concrete and its two primary components, cement and aggregates (crushed stone, sand, and gravel). Cemex faces teamwork challenges on a global scale, with 44,000 employees in more than 50 countries. After a period of worldwide expansion that began in the 1990s, the century-old company now operates quarries, cement plants, and other facilities on every continent except Antarctica.

Concrete and cement are two of the oldest products on earth and might not spring to mind when most people think of innovation. However, innovation is key to Cemex’s long-term success, for several reasons. First, architects and builders continue to push the envelope by creating designs that require concrete with new performance and handling qualities. Second, Cemex’s ability to operate pro�itably depends on running ef�icient operations, from raw material extraction to processing to transportation. Third, the production and distribution of concrete-related products have signi�icant environmental impacts, including the acquisition and consumption of heating fuels required by high-temperature cement kilns.

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An innovative collaboration platform helps the global cement company Cemex operate with the agility and �lexibility of a small company.

Pressmaster/Shutterstock

To stay competitive and pro�itable and to minimize the environmental effects of its operations, Cemex knew it needed to accelerate the pace of innovation. Company leaders �igured the way to do that was to enable better collaboration, and the way to do that was to enable better communication.

The company’s response to this multilayered challenge is a comprehensive online collaboration platform called Shift, which combines social networking, wikis, blogs, a Twitter-like microblogging system, social bookmarking, videoconferencing, a trend-spotting tool called Shift Radar, and more. A custom mobile app lets employees access the system wherever their work takes them.

By connecting people and information quickly and easily, Shift helps overcome the barriers of geography, time zones, and organizational boundaries. Employees and managers can tap into expertise anywhere in the company, workers with similar responsibilities can share ideas on improving operations, and problems and opportunities can be identi�ied and brought to management’s attention in much less time.

Technology is only part of the solution, however. Many companies that have implemented social platforms struggle to get employees to change ingrained behaviors and use the new tools. By getting top-level executives on board early, Cemex achieved nearly universal adoption, with 95 percent of employees using Shift and forming more than 500 online communities based on technical specialties and shared interests. That level of engagement is paying off in numerous ways, such as launching a new global brand of ready-mix concrete in one-third the expected time, nearly tripling the company’s use of renewable energy, and reducing carbon dioxide emissions by almost 2 million metric tons.

Perhaps most impressive, Shift has lived up to its name by shifting the entrenched hierarchical culture of a large, old-school company to a more agile and responsive social business that is better prepared to face the future in its highly competitive markets. As Gilberto Garcia, Cemex’s innovation director, puts it, social collaboration “can make a big company look like a small company” by connecting people and ensuring the free exchange of ideas.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AAA)

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2.1 Communicating Effectively in Teams LEARNING OBJECTIVE

1 List the advantages and disadvantages of working in teams, describe the characteristics of effective teams, and highlight four key issues of group dynamics.

The interactions among the employees at Cemex (pro�iled in the chapter-opening Communication Close-Up) represent one of the most essential elements of interpersonal communication. Collaboration (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001998) —working together to meet complex challenges—is a prime skill expected in a wide range of professions. No matter what career path you pursue, it’s a virtual guarantee that you will need to collaborate in at least some of your work activities. Your communication skills will pay off handsomely in these interactions because the productivity and quality of collaborative efforts depend heavily on the communication skills of the professionals involved.

Collaboration—working together to solve complex problems—is an essential skill for workers in nearly every profession.

A team (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019DA) is a unit of two or more people who share a mission and the responsibility for working to achieve a common goal.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AAC) Problem- solving teams (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019C8) and task forces (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019D4) assemble to resolve speci�ic issues and then disband when their goals have been accomplished. Such teams are often cross-functional, pulling together people from a variety of departments who have different areas of expertise and responsibility. The diversity of opinions and experiences can lead to better decisions, but competing interests can cause tensions that highlight the need for effective communication. Committees (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P700101245100000000000000000199B) are formal teams that usually have a long life span and can become a permanent part of the organizational structure. Committees typically deal with regularly recurring tasks, such as an executive committee that meets monthly to plan strategies and review results.

Team members have a shared mission and are collectively responsible for their work.

ADVANTAGES AND DISADVANTAGES OF TEAMS

When teams are successful, they can improve productivity, creativity, employee involvement, and even job security.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AAE) Teams are often at the core of participative management (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019C5) , the effort to involve employees in the company’s decision making. A successful team can provide a number of advantages:4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AB0)

Effective teams can pool knowledge, take advantage of diverse viewpoints, increase acceptance of solutions the team proposes, and achieve higher performance.

Increased information and knowledge. By pooling the experience of several individuals, a team has access to more information. Increased diversity of views. Team members can bring a variety of perspectives to the decision-making process—as long as these diverse viewpoints are guided by a shared goal.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AB2) Increased acceptance of a solution. Those who participate in making a decision are more likely to support it and encourage others to accept it. Higher performance levels. Working in teams can unleash new levels of creativity and energy in workers who share a sense of purpose and mutual accountability. Effective teams can be better than top-performing individuals at solving complex problems.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AB4)

ETHICS DETECTIVE

Solving the Case of the Missing Team

When the company president assembled the team to �ind creative solutions to the company’s cash �low problems, few people thought it would succeed. Through plenty of hard work, however, you and your colleagues have found new sources of investment capital. Now it’s time to present your accomplishments to the board of directors, and your entire team has been looking forward to this meeting for weeks. Because appearing in front of the board can be a major career boost, the team planned to present the results together, giving each person a few minutes in the limelight.

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However, Jackson Mueller, the chief �inancial of�icer and leader of your team, had a surprise for you this morning. He’d received word at the last minute that the board wanted a short, concise presentation, and he said the best way to comply was with a single presenter. No one was happy about the change, but Mueller is the highest-ranking employee on the team and the only one with experience presenting to the board.

Disappointment turned to dismay as you and your teammates watched from the back of the conference room. Mueller deftly compressed your 60- minute presentation down to 20 minutes, and the board showered him with praise. However, he never introduced any of the other team members, so your potential moment in the sun passed without recognition.

ANALYSIS

1. Did Mueller behave unethically by not introducing you and your colleagues to the board? Explain your answer. 2. Later, you complain to a colleague that by stressing “my team” so often, Mueller actually made the presentation all about him, not the team. But

one of your colleagues argues that the team’s assignment was to solve the problem, not to score career points with the board, so that goal shouldn’t have been such a top priority. Explain why you agree or disagree.

Although teamwork has many advantages, it also has a number of potential disadvantages. At the worst, working in teams can be a frustrating waste of time. Teams and business leaders need to be aware of and work to counter the following potential disadvantages:

Teams need to avoid the negative impact of groupthink, hidden agendas, excessive costs, and employee overload.

Groupthink. Like other social structures, business teams can generate tremendous pressure to conform with accepted norms of behavior. Groupthink (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019B3) occurs when peer pressure causes individual team members to withhold contrary or unpopular opinions. Teams af�licted with groupthink can be so focused on protecting group harmony that they oversimplify problems, ignore information that threatens consensus, and fail to consider risks and negative consequences.7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AB6) Hidden agendas. Some team members may have a hidden agenda (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019B6) —a private, counterproductive motive, such as a desire to take control of the group, to undermine someone else on the team, or to pursue a business goal that runs counter to the team’s mission. Cost. Aligning schedules, arranging meetings, and coordinating individual parts of a project can eat up a lot of time and money. Overload. Some companies have embraced collaborative work approaches to such an extent that they’re overloading employees with team assignments. Moreover, as a company’s best contributors gain a reputation for helping others and getting things done, they often �ind themselves assigned or invited to even more team efforts. As a result, team activities can take up so much of a person’s day that individual responsibilities get pushed to nights and weekends, leading to exhaustion and lower productivity.8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AB8)

CHARACTERISTICS OF EFFECTIVE TEAMS The most effective teams have a clear objective and shared sense of purpose, have a strong sense of trust in each other, communicate openly and honestly, reach decisions by consensus, think creatively, know how to resolve con�lict, and believe that their work matters.9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ABA) Teams that have these attributes can focus their time and energy on their work, without being disrupted by destructive con�lict (see page 41 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#page_41) ).

Effective teams have a clear sense of purpose, open and honest communication, consensus-based decision making, creativity, and effective con�lict resolution.

REAL-TIME UPDATES

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Google’s research into effective teamwork

Google used its world-class data analysis capabilities to identify �ive factors that most effective teams consistently exhibit. Go to real- timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

In contrast, teams lacking one or more of these attributes can get bogged down in con�lict or waste time and resources pursuing unclear goals. Common reasons for dysfunctional team efforts include management expectations that are either unclear or not accepted by all team members, a reluctance by team members to prioritize team goals over their personal goals, reward systems that don’t recognize team contributions, and leadership that tolerates negative

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and counterproductive behaviors.10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ABC)

GROUP DYNAMICS

Group dynamics are the interactions and processes that take place within a team.

The interactions and processes that take place among the members of a team are called group dynamics (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019B0) . Productive teams tend to develop clear norms (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019BF) , informal standards of conduct that members share and that guide member behavior. Group dynamics are in�luenced by several factors: the roles team members assume, the current phase of team development, the team’s success in resolving con�lict, and the team’s success in overcoming resistance.

Assuming Team Roles

Each member of a group plays a role that affects the outcome of the group’s activities.

Members of a team can play various roles, which fall into three categories (see Table 2.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001677) ). Members who assume self-oriented roles (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019CE) are motivated mainly to ful�ill personal needs, so they tend to be less productive than other members. “Dream teams” comprising multiple superstars often don’t perform as well as one might expect because high-performing individuals can have trouble putting the team’s needs ahead of their own.11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ABE) In addition, highly skilled and experienced people with dif�icult personalities might not contribute, for the simple reason that other team members may avoid interacting with them.12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AC0) Far more likely to contribute to team goals are members who assume team-maintenance roles (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019DD) to help everyone work well together and those who assume task-oriented roles (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019D7) to help the team reach its goals.13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AC2)

Allowing for Team Evolution

Teams typically evolve through a number of phases on their way to becoming productive. A variety of models have been proposed to describe the evolution toward becoming a productive team. Figure 2.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001692) shows how one commonly used model identi�ies the phases a problem-solving team goes through as it evolves:14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AC4)

Teams typically evolve through a variety of phases, such as orientation, con�lict, brainstorming, emergence, and reinforcement.

TABLE 2.1 Team Roles—Functional and Dysfunctional

Dysfunctional: Self-Oriented Roles Functional: Team-Maintenance Roles Functional: Task-Oriented Roles

Controlling: Dominating others by exhibiting superiority or authority Withdrawing: Retiring from the team either by becoming silent or by refusing to deal with a particular aspect of the team’s work Attention seeking: Calling attention to oneself and demanding recognition from others Diverting: Focusing the team’s discussion of topics of interest to the individual rather than of those relevant to the task

Encouraging: Drawing out other members by showing verbal and nonverbal support, praise, or agreement Harmonizing: Reconciling differences among team members through mediation or by using humor to relieve tension Compromising: Offering to yield on a point in the interest of reaching a mutually acceptable decision

Initiating: Getting the team started on a line of inquiry Information giving or seeking: Offering (or seeking) information relevant to questions facing the team Coordinating: Showing relationships among ideas, clarifying issues, and summarizing what the team has done Procedure setting: Suggesting decision- making procedures that will move the team toward a goal

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1. Orientation. Team members socialize, establish their roles, and begin to de�ine their task or purpose. Team-building exercises and activities can help teams break down barriers and develop a sense of shared purpose.15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AC6) For geographically dispersed virtual teams, creating a “team operating agreement” that sets expectations for online meetings, communication processes, and decision making can help overcome the disadvantages of distance.16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AC8)

2. Con�lict. Team members begin to discuss their positions and become more assertive in establishing their roles. Disagreements and uncertainties are natural in this phase.

3. Brainstorming. Team members air all the options and fully discuss the pros and cons of each. At the end of this phase, members begin to settle on a single solution to the problem. Note that although group brainstorming remains a highly popular activity in today’s companies, it may not always be the most productive way to generate new ideas. Some research indicates that having people brainstorm individually and then bring their ideas to a group meeting is more successful.17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ACA)

4. Emergence. Consensus is reached when the team �inds a solution that all members are willing to support (even if they have reservations).

5. Reinforcement. The team clari�ies and summarizes the agreed-on solution. Members receive their assignments for carrying out the group’s decision, and they make arrangements for following up on those assignments.

Figure 2.1 Phases of Group Development

Groups generally progress through several stages on their way to becoming productive and reaching their objectives.

Sources: B. Aubrey Fisher, Small Group Decision Making: Communication and the Group Process, 2nd ed. (New York: McGraw-Hill, 1980), 145–149; Stephen P. Robbins and David A. DeCenzo, Fundamentals of Management: Essential Concepts and Applications, 4th ed. (Upper Saddle River, N.J.: Prentice Hall, 2004), 334–335; Richard L. Daft, Management, 6th ed. (Cincinnati: Thomson South-Western, 2003), 602–603.

You may also hear the process de�ined as forming, storming, norming, performing, and adjourning, the phases identi�ied by researcher Bruce Tuckman when he proposed one of the earliest models of group development.18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ACC) Regardless of the model you consider, these stages are a general framework for team development. Some teams may move forward and backward through several stages before they become productive, and other teams may be productive right away, even though some or all members are in a state of con�lict.19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ACE)

REAL-TIME UPDATES

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Three factors that distinguish smart teams

Common sense might tell you that smarter individuals make for a smarter team, but these researchers discovered otherwise. Go to real- timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

Resolving Con�lict

Con�lict in teams can be either constructive or destructive.

Con�lict in team activities can arise for a number of reasons: competition for resources, disagreement over goals or responsibilities, poor communication, power struggles, or fundamental differences in values, attitudes, and personalities.20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AD0) Although the term con�lict sounds negative, con�lict isn’t necessarily bad. It can be constructive if it forces important issues into the open, increases the involvement of team members, and generates creative ideas for solving a problem. Teamwork isn’t necessarily about happiness and harmony; even teams that have some interpersonal friction can excel with effective leadership and team players who are committed to strong results. As the teamwork experts Andy Boynton and Bill Fischer put it, “Virtuoso teams are not about getting polite results.”21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AD2)

Destructive con�lict can lead to win-lose or lose-lose outcomes.

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In contrast, con�lict is destructive if it diverts energy from more important issues, destroys the morale of teams or individual team members, or polarizes or divides the team.22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AD4) Destructive con�lict can lead to win-lose or lose-lose outcomes, in which one or both sides lose, to the detriment of the entire team. If you approach con�lict with the idea that both sides can satisfy their goals to at least some extent (a win-win strategy), you can minimize losses for everyone. For a win-win strategy to work, everybody must believe that (1) it’s possible to �ind a solution that both parties can accept, (2) cooperation is better for the organization than competition, (3) the other party can be trusted, and (4) greater power or status doesn’t entitle one party to impose a solution.

REAL-TIME UPDATES

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Ten tips to help resolve workplace con�lict

Use these techniques to defuse con�lict and help people focusing on solving problems. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

The following seven measures can help team members successfully resolve con�lict:

Proactive behavior. Deal with minor con�lict before it becomes major con�lict. In team settings, con�lict between two people can spread if it isn’t addressed early. Communication. Get those directly involved in a con�lict to participate in resolving it. These participants should choose their words and nonverbal gestures carefully in order to maintain focus on the problem at hand and to avoid further in�laming an already uncomfortable situation.23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AD6) Openness. Get feelings out in the open before dealing with the main issues. Research. Seek factual reasons for a problem before seeking solutions. Flexibility. Don’t let anyone lock into a position before considering other solutions. Fair play. Insist on fair outcomes; don’t let anyone avoid a fair solution by hiding behind the rules. Alliance. Get opponents to �ight together against an “outside force” instead of against each other.

Overcoming Resistance

One particular type of con�lict that can impede progress is resistance to change. Sometimes this resistance is clearly irrational, such as when people resist any kind of change, whether the change makes sense or not. Sometimes, however, resistance is perfectly logical. A change may require someone to relinquish authority or give up comfortable ways of doing things.

When you encounter resistance or hostility, try to maintain your composure and address the other person’s emotional needs.

Whenever you encounter resistance, your �irst instinct might be to argue even more forcefully for the proposed change. However, this approach is often counterproductive because it doesn’t get at the roots of the resistance, and the other party is likely to dig in even deeper.

Rather than pushing harder, stop talking and start listening. Apply the active listening skills discussed on page 52 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#page_52) , and let people express their reservations about the change. Make sure the other party knows you are listening, too, by choosing your nonverbal gestures carefully and by expressing interest in and sympathy for their concerns. Listening encourages others to open up about their worries, which can help you address them, and it can unveil legitimate issues that you have failed to consider.

With a line of communication open, recognize that your primary goal is not to win the argument but rather to build a relationship that can lead to solving the dilemma at hand.24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AD8) Even if you have the authority to force the change, if you rely on force alone you’ll create resentment and probably fail to get the level of emotional agreement needed for true success.

THE ART OF PROFESSIONALISM

Being a Team Player

Professionals know that they are contributors to a larger cause, that it’s not all about them. Just as in athletics and other team efforts, being a team player in business is something of a balancing act. On the one hand, you need to pay enough attention to your own efforts and skills to make sure you’re pulling your own weight. On the other hand, you need to pay attention to the overall team effort to make sure the team succeeds. Remember that if the team fails, you fail, too.

Great team players know how to make those around them more effective, whether it’s by lending a hand during crunch time, sharing resources, removing obstacles, making introductions, or offering expertise. In fact, the ability to help others improve their performance is one of the key attributes executives look for when they want to promote people into management.

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Being a team player also means showing loyalty to your organization and protecting your employer’s reputation—one of the most important assets any company has. Pros don’t trash their employers in front of customers or in their personal blogs. When they have a problem, they solve it; they don’t share it.

CAREER APPLICATIONS

1. If you prefer to work by yourself, should you take a job in a company that uses a team-based organization structure? Why or why not? 2. You can see plenty of examples of unprofessional business behavior in the news media and in your own consumer and employee experiences.

Why should you bother being professional yourself?

As you establish a comfortable working relationship, continue to be aware of elements of resistance that remain unspoken. For example, employees who bring up technical reasons for resisting a plan to improve ef�iciency may be worried deep down that the company will get so ef�icient it will no longer need them. Through the various types of active listening described later in the chapter, you can get a better idea of what’s really behind the reluctance to change. Ask questions to make sure you understand the resistance and to con�irm your understanding of it, then acknowledge the other party’s concerns.

With a better understanding of the resistance, the next step is to move toward a resolution through collaborative effort. Resisters will be more likely to listen to your reasoning after you’ve shown a willingness to listen to theirs, so calmly explain again why the change is in the organization’s best interests. Even if you pursue the original plan without modi�ication, those who initially resisted will now be more likely to cooperate and contribute.

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2.2 Collaborating on Communication Efforts LEARNING OBJECTIVE

2 Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. When a team collaborates on reports, websites, presentations, and other communication projects, the collective energy and expertise of the various members can produce results that transcend what each individual could do alone.25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ADA) However, collaborating on team messages requires special effort and planning.

GUIDELINES FOR COLLABORATIVE WRITING

MOBILE APP

The Basecamp app provides mobile access to this popular project management system.

In any collaborative effort, team members coming from different backgrounds may have different work habits or priorities: A technical expert may focus on accuracy and scienti�ic standards, an editor may be more concerned about organization and coherence, and a manager may focus on schedules, costs, and corporate goals. In addition, team members differ in writing styles, work habits, and personality traits.

To collaborate effectively, everyone must be �lexible and open to other opinions, focusing on team objectives rather than on individual priorities.26 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ADC) Successful writers know that most ideas can be expressed in many ways, so they avoid the “my way is best” attitude. The following guidelines will help you collaborate more successfully:27 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ADE)

Successful collaboration on writing projects requires a number of steps, from selecting the right partners and agreeing on project goals to establishing clear processes and avoiding writing as a group.

Select collaborators carefully. Whenever possible, choose a combination of people who together have the experience, information, and talent needed for each project. Agree on project goals before you start. Starting without a clear idea of what the team hopes to accomplish inevitably leads to frustration and wasted time. Give your team time to bond before diving in. If people haven’t had the opportunity to work together before, make sure they can get to know each other before being asked to collaborate. Clarify individual responsibilities. Because members will be depending on each other, make sure individual responsibilities are clear. Establish clear processes. Make sure everyone knows how the work will be managed from start to �inish. Avoid composing as a group. The actual composition is the only part of collaborative communication that does not usually bene�it from group participation. Brainstorming the wording of short pieces of text such as headlines and slogans can be an effective way to stimulate creative word choices. For longer projects, however, it is usually more ef�icient to plan, research, and outline together but assign the task of writing to one person or divide larger projects among multiple writers. If you divide the writing, try to have one person do a �inal revision to ensure a consistent style. Make sure tools and techniques are ready and compatible across the team. Even minor details such as different versions of software can delay projects. Check to see how things are going along the way. Don’t assume that everything is working just because you don’t hear anything negative.

TECHNOLOGIES FOR COLLABORATIVE WRITING

A wide variety of collaboration tools now exist to help professionals work on reports, presentations, and other communication efforts.

A variety of tools and systems are available to help writers collaborate on everything from short documents to entire websites. The simplest tools are software features such as commenting (which lets colleagues write comments in a document without modifying the document text) and tracking changes (which lets one or more writers propose changes to the text while keeping everyone’s edits separate and reversible). The widely used Adobe Acrobat digital document system (PDFs) also has group review and commenting features, including the option for live collaboration.

Collaboration Systems

Writing for websites often involves the use of a content management system (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019A4) , which organizes and controls website content and can include features that help team members work together on webpages and other documents. These tools

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range from simple blogging systems to more extensive enterprise systems that manage web content across an entire corporation. Many systems include work�low features that control how pages or documents can be created, edited, and published.

Wiki bene�its include simple operation and the ability to post new or revised material instantly without a formal review process.

In contrast to the formal controls of a content management system, a wiki (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019E6) , from the Hawaiian word for quick, is a website that allows anyone with access to add new material and edit existing material. Public wikis (Wikipedia is the best known) allow any registered user to edit pages; private wikis are accessible only with permission. A key bene�it of wikis is the freedom to post new or revised material without prior approval. Chapter 8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003454#P7001012451000000000000000003454) offers guidelines for effective wiki collaboration.

Teams and other work groups can also take advantage of a set of broader technologies often referred to as groupware or collaboration platforms. These technologies let people communicate, share �iles, review previous message threads, work on documents simultaneously, and connect using social networking tools. These systems help companies capture and share knowledge from multiple experts, bringing greater insights to bear on tough challenges.28 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AE0) Collaboration systems often take advantage of cloud computing, a somewhat vague term that refers to on-demand capabilities delivered over the Internet, rather than through conventional on-site software.29 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AE2)

Figure 2.2 Shared Online Workspaces

Shared online workspaces give employees instant access to the all the �iles they need, from company reports to website content.

Shared workspaces (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019D1) are online “virtual of�ices” that give everyone on a team access to the same set of resources and information (see Figure 2.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P7001012451000000000000000001724) ). You may see some of these workspaces referred to as intranets (restricted-access websites that are open to employees only) or extranets (restricted sites that are available to employees and to outside parties by invitation only). Many intranets have now evolved into social networking systems that include a variety of communication and collaboration tools, from microblogging to video clip libraries. For example, the performance troupe Blue Man Group uses a social intranet to help its 500 employees plan, stage, and promote shows all over the world.30 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AE4)

Social Networks and Virtual Communities

A community of practice links professionals with similar job interests; a key bene�it is accumulating long-term organizational knowledge.

Social networking technologies are rede�ining teamwork and team communication by helping erase the constraints of geographic and organization boundaries. Some companies use social networks to form virtual communities or communities of practice that link employees with similar professional interests throughout the company and sometimes with customers and suppliers as well.

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Internal social networks help companies assemble the best resources for a given task, regardless of where the employees are located.

Social networks foster collaboration by identifying and connecting the best people to work on each problem or project, no matter where they are around the world or what their of�icial roles are in the organization. Such communities are similar to teams in many respects, but one major difference is in the responsibility for accumulating organizational knowledge over the long term, beyond the duration of any speci�ic project. For example, the pharmaceutical company P�izer has a number of permanent product-safety communities that provide specialized advice on drug safety issues to researchers throughout the organization.31 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AE6)

Social networking can also help a company maintain a sense of community even as it grows beyond the size that normally permits extensive daily interaction. At the online retailer Zappos, fostering a supportive work environment is the company’s top priority. To encourage the sense of community among its expanding workforce, Zappos uses social networking tools to track employee connections and encourage workers to reach out and build relationships.32 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AE8)

Collaboration via Mobile Devices

Collaboration apps for mobile devices support nearly all the features of computer-based platforms.

Figure 2.3 Collaboration on Mobile Devices

Mobile connectivity is transforming collaboration activities, helping teams and work groups stay connected no matter where their work takes them. For example, this team was able to discuss and edit a press release using their tablets in different locations.

Courtesy of Cafe Ria

Mobile devices add another layer of options for collaborative writing and other communication projects, particularly when used with cloud computing. Today’s mobile systems can do virtually everything that �ixed-web collaboration systems can do, from writing on virtual whiteboards to sharing photos, videos, and other multimedia �iles.33 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AEA) Mobility lets workers participate in online brainstorming sessions, seminars, and other formal or informal events from wherever they happen to be at the time (see Figure 2.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P7001012451000000000000000001739) ). This �lexibility can be particularly helpful during the review and production stages of major projects, when deadlines are looming and decisions and revisions need to be made quickly.

TABLE 2.2 Giving Constructive Feedback

How to Be Constructive Explanation

Think through your suggested changes carefully.

Many business documents must illustrate complex relationships between ideas and other information, so isolated and super�icial edits can do more harm than good.

Discuss improvements rather than �laws.

Instead of saying “this is confusing,” for instance, explain how the writing can be improved to make it clearer.

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How to Be Constructive Explanation

Focus on controllable behavior.

The writer may not have control over every variable that affected the quality of the message, so focus on those aspects the writer can control.

Be speci�ic. Comments such as “I don’t get this” or “Make this clearer” don’t give the writer much direction.

Keep feedback impersonal. Focus comments on the message, not on the person who created it.

Verify understanding. If in doubt, ask for con�irmation from the recipient to make sure that the person understood your feedback.

Time your feedback carefully.

Respond in a timely fashion so that the writer has suf�icient time to implement the changes you suggest.

Highlight any limitations your feedback may have.

If you didn’t have time to give the document a thorough edit, or if you’re not an expert in some aspect of the content, let the writer know so that he or she can handle your comments appropriately.

An important aspect of mobile collaboration and mobile communication in general is uni�ied communication (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019E0) , which integrates such capabilities as voice and video calling, voice and video conferencing, instant messaging, and real-time collaboration software into a single system. By minimizing or eliminating the need to manage multiple communication systems and devices, uni�ied communication promises to improve response times, productivity, and collaboration efforts.34 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AEC)

REAL-TIME UPDATES

LEARN MORE BY READING THIS ARTICLE

The bene�its of mobile collaboration

Going mobile helps teams work faster and more effectively. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

GIVING—AND RESPONDING TO—CONSTRUCTIVE FEEDBACK

When you give writing feedback, make it constructive by focusing on how the material can be improved.

Aside from processes and tools, collaborative communication often involves giving and receiving feedback about writing efforts. Constructive feedback (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P700101245100000000000000000199E) , sometimes called constructive criticism, focuses on the process and outcomes of communication, not on the people involved (see Table 2.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P700101245100000000000000000174F) ). In contrast, destructive feedback (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019AA) delivers criticism with no guidance to stimulate improvement.35 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AEE) For example, “This proposal is a confusing mess, and you failed to convince me of anything” is destructive feedback. The goal is to be more constructive: “Your proposal could be more effective with a clearer description of the manufacturing process and a well-organized explanation of why the positives outweigh the negatives.” When giving feedback, avoid personal attacks and give the person clear guidelines for improvement.

When you receive constructive feedback on your writing, keep your emotions in check and view it as an opportunity to improve.

When you receive constructive feedback, resist the understandable urge to defend your work or deny the validity of the feedback. Remaining open to criticism isn’t easy when you’ve invested lots of time and energy in a project, but good feedback provides a valuable opportunity to learn and to improve the quality of your work.

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2.3 Making Your Meetings More Productive LEARNING OBJECTIVE

3 List the key steps needed to ensure productive team meetings. Much of your workplace communication will occur during in-person or online meetings, so your ability to contribute to the company—and to be recognized for your contributions—will depend to a large degree on your meeting skills. Well-run meetings can help companies solve problems, develop ideas, and identify opportunities. Meetings can also be a great way to promote team building through the experience of social interaction.36 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AF0) As useful as meetings can be, though, they can be a waste of time if they aren’t planned and managed well. You can help ensure productive meetings by preparing carefully, conducting meetings ef�iciently, and using meeting technologies wisely.

PREPARING FOR MEETINGS The �irst step in preparing for a meeting is to make sure the meeting is really necessary. Meetings can consume hundreds or thousands of dollars of productive time while taking people away from other work, so don’t hold a meeting if some other form of communication (such as a blog post) can serve the purpose as effectively.37 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AF2) If a meeting is truly necessary, proceed with these four planning tasks:

To ensure a successful meeting, decide on your purpose ahead of time, select the right participants, choose the venue and time, and set a clear agenda.

De�ine your purpose. Meetings can focus on exchanging information, reaching decisions, or collaborating to solve problems or identify opportunities. Whatever your purpose, de�ine the best possible result of the meeting (such as “we carefully evaluated all three product ideas and decided which one to invest in”). Use this hoped-for result to shape the direction and content of the meeting.38 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AF4) Select participants for the meeting. The rule here is simple: Invite everyone who really needs to be involved, and don’t invite anyone who doesn’t. For decision-making meetings, for example, invite only those people who are in a direct position to help the meeting reach its objective. The more people you have, the longer it will take to reach consensus. Meetings with more than 10 or 12 people can become unmanageable if everyone is expected to participate in the discussion and decision making. Choose the venue and the time. Online meetings (see page 50 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#page_50) ) are often the best way—and sometimes the only way—to connect people in multiple locations or to reach large audiences. For in-person meetings, review the facility and the seating arrangements. Is theater-style seating suitable, or do you need a conference table or some other layout? Pay attention to room temperature, lighting, ventilation, acoustics, and refreshments; these details can make or break a meeting. If you have control over the timing, morning meetings are often more productive because people are generally more alert and not yet engaged with the work of the day. Set the agenda. The success of a meeting depends on the preparation of the participants. Distribute a carefully written agenda to participants, giving them enough time to prepare as needed (see Figure 2.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P7001012451000000000000000001791) on the next page). A productive agenda answers three key questions: (1) What do we need to do in this meeting to accomplish our goals? (2) What issues are of greatest importance to all participants? (3) What information must be available in order to discuss these issues?39 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AF6)

CONDUCTING AND CONTRIBUTING TO EFFICIENT MEETINGS

Everyone shares the responsibility for successful meetings.

Everyone in a meeting shares the responsibility for making the meeting productive. If you’re the leader, however, you have an extra degree of responsibility and accountability. The following guidelines will help leaders and participants contribute to more effective meetings:

Keep the discussion on track. A good meeting draws out the best ideas and information the group has to offer. Good leaders occasionally need to guide, mediate, probe, stimulate, summarize, and redirect discussions that have gotten off track. Follow agreed-on rules. The larger the meeting, the more formal you need to be to maintain order. Formal meetings use parliamentary procedure (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019C2) , a time-tested method for planning and running effective meetings. The best-known guide to this procedure is Robert’s Rules of Order. Encourage participation. You may discover that some participants are too quiet and others are too talkative. Draw out nonparticipants by asking for their input. For the overly talkative, you can say that time is limited and others need to be heard. Participate actively. Make a point to contribute to the progress of the meeting and the smooth interaction of participants. Use your listening skills and powers of observation to size up the interpersonal dynamics of the group, then adapt your behavior to help the group achieve its goals. Speak up if you have something useful to say, but don’t talk or ask questions just to demonstrate how much you know about the subject at hand.

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Use mobile devices respectfully. Tweeting key points from a convention speech or using your phone or tablet to jot down essential ideas and follow-up questions can be productive and respectful ways to use a device during a meeting. Checking Facebook or working on unrelated tasks is not. If you intend to use your device to take notes during a meeting, consider letting the meeting leader know that’s what you’re doing.40 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AF8) Close effectively. At the conclusion of the meeting, verify that the objectives have been met or arrange for follow-up work, if needed. Summarize the general conclusion of the discussion and any actions that need to be taken. Make sure all participants have a chance to clear up any misunderstandings.

Figure 2.4 Typical Meeting Agenda

Agenda formats vary widely depending on the complexity of the meeting and the presentation technologies that will be used. One good approach is to �irst distribute a detailed planning agenda so that presenters know what they need in order to prepare, then create a simpler display agenda such as this PowerPoint slide to guide the progress of the meeting. Note how the agenda includes the time limit for each topic.

PUTTING MEETING RESULTS TO PRODUCTIVE USE In most cases, the value of a meeting doesn’t end when the meeting ends. For example, problems or opportunities brought up during a meeting need to be addressed, any action items assigned during the meeting need to be acted on, and key decisions and announcements should be distributed to anyone who is affected but was unable to attend. Having a written, audio, or video record of a meeting also gives the participants a chance to verify their impressions and conclusions.

Minutes are written summaries of important information presented and the decisions made in meetings.

The conventional method of recording meetings is through written minutes (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019B9) , a summary of the important information presented and the decisions made. One person is usually assigned to keep notes as the meeting progresses and then to share them afterward. The speci�ic format of the minutes is less important than making sure you record all the key information, particularly regarding responsibilities that were assigned during the meeting. Typical elements include a list of those present and a list of those who were invited but didn’t attend, followed by the times the meeting started and ended, all major decisions reached at the meeting, all tasks assigned to meeting participants, and all subjects that were deferred to a later meeting. In addition, the minutes objectively summarize important discussions, noting the names of those who contributed major points. Any handouts, slides, or supporting documents can be attached to the minutes when they are distributed.

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Figure 2.5 Capturing Key Decisions and Discoveries from a Meeting

Meeting technologies such as the MeetingBooster system help teams and other groups capture decisions and discoveries from meetings and put this information to productive use.

Courtesy of MeetingBooster

Depending on the meeting technologies at your disposal, you may have software speci�ically designed to record, distribute, and store meeting minutes (see Figure 2.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P70010124510000000000000000017B6) ). Some systems automatically forward action items to each employee, record audio discussions for future playback, and make all the relevant documents and �iles available in one convenient place.41 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AFA)

To review the tasks that contribute to productive meetings, refer to “Checklist: Improving Meeting Productivity.”

CHECKLIST Improving Meeting Productivity A. Prepare carefully.

Make sure the meeting is necessary Decide on your purpose Select participants carefully Choose the venue and the time Establish and distribute a clear agenda

B. Lead effectively and participate fully. Keep the meeting on track Follow agreed-on rules Encourage participation Participate actively Close effectively

C. Put the results to effective use. Distribute meeting minutes to participants and other interested parties Make sure task assignments are clearly communicated

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2.4 Using Meeting Technologies LEARNING OBJECTIVE

4 Identify the major technologies used to enhance or replace in-person meetings. Today’s companies use a number of technologies to enhance or even replace traditional in-person meetings. Holding virtual meetings (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019E3) can dramatically reduce costs and resource usage, reduce wear and tear on employees, and give teams access to a wider pool of expertise (see Figure 2.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#P70010124510000000000000000017EE) ).

Virtual meeting technologies connect people spread around the country or around the world.

Instant messaging (IM) and teleconferencing are the simplest forms of virtual meetings. Videoconferencing lets participants see and hear each other, demonstrate products, and transmit other visual information. Telepresence (see Figure 2.7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#P70010124510000000000000000017F9) ) enables realistic conferences in which participants thousands of miles apart almost seem to be in the same room.42 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AFC) The ability to convey nonverbal subtleties such as facial expressions and hand gestures makes these systems particularly good for negotiations, collaborative problem solving, and other complex discussions.43 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AFE)

MOBILE APP

Cisco WebEx gives you mobile access to one of the world’s most popular online meeting platforms.

The most sophisticated web-based meeting systems combine the best of real-time communication, shared workspaces, and videoconferencing with other tools, such as virtual whiteboards, that let teams collaborate in real time. Such systems are used for everything from spontaneous discussions among small groups to carefully planned formal events such as press conferences, training sessions, sales presentations, and webinars (web-based seminars).44 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B00) One of the newest virtual tools is online brainstorming, in which a company can conduct “idea campaigns” to generate new ideas from people across the organization.

Conducting successful virtual meetings requires extra planning and more diligence during the meeting.

Conducting successful virtual meetings requires extra planning beforehand and more diligence during the meeting. Recognizing the limitations of the virtual meeting format is a key to using it successfully.45 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B03) Because virtual meetings offer less visual contact and nonverbal communication than in-person meetings, for example, leaders need to make sure everyone stays engaged and has the opportunity to contribute. Participants have a responsibility to pay attention and avoid the temptation to work on other tasks. To keep everyone focused, make sure the meeting time is dedicated to discussion and interaction, rather than getting everyone up to speed on the issues. Distribute background information before the meeting so that participants can join the meeting ready to collaborate.46 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B05)

For the latest information on meeting technologies, visit real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) .

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Figure 2.6 Virtual Meetings

With broadband wireless connections, virtual meetings are easy to conduct using smartphones or tablets.

Courtesy of Cisco Systems, Inc. Unauthorized use not permitted

Figure 2.7 Telepresence

How many people are actually in this conference room in Chicago? Only the two people in the foreground are in the room; the other participants are in Atlanta or London. Virtual meeting technologies such as this telepresence system connect people spread across the country or around the world.

Peter Wynn Thompson/The New York Times/Redux Pictures

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2.5 Improving Your Listening Skills LEARNING OBJECTIVE

5 Identify three major modes of listening, describe the listening process, and explain the problem of selective listening. Your long-term career prospects are closely tied to your ability to listen effectively. In fact, some 80 percent of top executives say listening is the most important skill needed to get things done in the workplace.47 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B07) Plus, today’s younger employees place a high premium on being heard, so listening is becoming even more vital for managers.48 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B09)

Listening is one of the most important skills in the workplace.

Effective listening strengthens organizational relationships, alerts the organization to opportunities for innovation, and allows the organization to manage growing diversity both among the workforce and among the customers it serves.49 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B0B) Companies whose employees and managers listen effectively are able to stay informed, up to date, and out of trouble. Conversely, poor listening skills can cost companies millions of dollars per year as a result of lost opportunities, legal mistakes, and other errors. Effective listening is also vital to the process of building trust between organizations and between individuals.50 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B0D)

RECOGNIZING VARIOUS TYPES OF LISTENING Effective listeners adapt their listening approaches to different situations. The primary goal of content listening (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019A1) is to understand and retain the information in the speaker’s message. Because you’re not evaluating the information at this point, it doesn’t matter whether you agree or disagree, approve or disapprove—only that you understand. Try to overlook the speaker’s style and any limitations in the presentation; just focus on the information.51 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B0F)

To be a good listener, adapt the way you listen to suit the situation.

The goal of critical listening (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019A7) is to understand and evaluate the meaning of the speaker’s message on several levels: the logic of the argument, the strength of the evidence, the validity of the conclusions, the implications of the message, the speaker’s intentions and motives, and the omission of any important or relevant points. If you’re skeptical, ask questions to explore the speaker’s point of view and credibility. Be on the lookout for bias that could color the way the information is presented, and be careful to separate opinions from facts.52 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B11)

The goal of empathic listening (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019AD) is to understand the speaker’s feelings, needs, and wants so that you can appreciate his or her point of view, regardless of whether you share that perspective. By listening with empathy, you help the individual vent the emotions that prevent a calm, clear-headed approach to the subject. Avoid the temptation to jump in with advice unless the person speci�ically asks for it. Also, don’t judge the speaker’s feelings, and don’t try to tell people they shouldn’t feel this or that emotion. Instead, let the speaker know that you appreciate his or her feelings and understand the situation. After you establish that connection, you can help the speaker move on to search for a solution.53 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B13)

Listening actively means making the effort to turn off your internal “�ilters” and biases to truly hear and understand what the other person is saying.

No matter what mode they are using at any given time, effective listeners try to engage in active listening (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001995) , making a conscious effort to turn off their own �ilters and biases to truly hear and understand what the other party is saying. They ask questions to verify key points and encourage the speaker through positive body language.54 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B15)

UNDERSTANDING THE LISTENING PROCESS

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Listening is a far more complex process than most people think—and most of us aren’t very good at it. People typically listen at no better than a 25 percent ef�iciency rate, remember only about half of what’s said during a 10-minute conversation, and forget half of that within 48 hours.55 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B17) Furthermore, when questioned about material they’ve just heard, they are likely to get the facts mixed up.56 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B19)

Why is such a seemingly simple activity so dif�icult? The reason is that listening is not a simple process, by any means. Listening follows the same sequence as the general communication process model described in Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) (page 10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#page_10) ), with the added challenge that it happens in real time. To listen effectively, you need to successfully complete �ive steps:57 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B1B)

Listening involves �ive steps: receiving, decoding, remembering, evaluating, and responding.

1. Receiving. You start by physically hearing the message and acknowledging it. Physical reception can be blocked by noise, impaired hearing, or inattention. Some experts also include nonverbal messages as part of this stage because these factors in�luence the listening process as well.

2. Decoding. Your next step is to assign meaning to the words and phrases, which you do according to your own values, beliefs, ideas, expectations, roles, needs, and personal history. Decoding is also in�luenced by the circumstances, the speaker’s tone, facial gestures, and other nonverbal signals. For example, if someone says, “Well, that’s just lovely,” a sarcastic tone signals that the intended meaning is the opposite of the literal meaning of the words.

3. Remembering. Before you can act on the information, you need to store it for future processing. As you learned in Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) , incoming messages must �irst be captured in short-term memory before being transferred to long-term memory for more permanent storage.

4. Evaluating. The next step is to evaluate the message by applying critical thinking skills to separate fact from opinion and evaluate the quality of the evidence.

5. Responding. After you’ve evaluated the speaker’s message, you react. If you’re communicating one-on-one or in a small group, the initial response generally takes the form of verbal feedback. If you’re one of many in an audience, your initial response may take the form of applause, laughter, or silence. Later, you may act on what you have heard.

If any one of these steps breaks down, the listening process becomes less effective or may even fail entirely. As both a sender and a receiver, you can reduce the failure rate by recognizing and overcoming a variety of physical and mental barriers to effective listening.

OVERCOMING BARRIERS TO EFFECTIVE LISTENING

Good listeners actively try to overcome barriers to successful listening.

Good listeners look for ways to overcome potential barriers throughout the listening process (see Table 2.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#P700101245100000000000000000183C) ). You may not be able to control some factors, such as conference room acoustics or poor phone reception. You can control other factors, however, such as not interrupting speakers and not creating distractions that make it dif�icult for others to pay attention. And don’t think you’re not interrupting just because you’re not talking. Such actions as texting or checking your watch can interrupt a speaker and lead to communication breakdowns.

TABLE 2.3 What Makes an Effective Listener?

Effective Listeners Ineffective Listeners

Listen actively Listen passively

Take careful and complete notes, when applicable Take no notes or ineffective notes

Make frequent eye contact with the speaker (depends on culture to some extent) Make little or no eye contact—or inappropriate eye contact

Stay focused on the speaker and the content Allow their minds to wander, are easily distracted, work on unrelated tasks

Mentally paraphrase key points to maintain attention level and ensure comprehension Fail to paraphrase

Adjust listening style to the situation Listen with the same style, regardless of the situation

Give the speaker nonverbal cues (such as nodding to show agreement or raising eyebrows to show surprise or skepticism)

Fail to give the speaker nonverbal feedback

Save questions or points of disagreement until an appropriate time Interrupt whenever they disagree or don’t understand

Overlook stylistic differences and focus on the speaker’s message Are distracted by or unduly in�luenced by stylistic differences; are judgmental

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Effective Listeners Ineffective Listeners

Make distinctions between main points and supporting details Are unable to distinguish main points from details

Look for opportunities to learn Assume they already know everything that’s important to know

Sources: Madelyn Burley-Allen, Listening: The Forgotten Skill (New York: Wiley, 1995), 70–71, 119–120; Judi Brownell, Listening: Attitudes, Principles, and Skills (Boston: Allyn & Bacon, 2002), 3, 9, 83, 89, 125; Larry Barker and Kittie Watson, Listen Up (New York: St. Martin’s, 2000), 8, 9, 64.

Selective listening (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019CB) is one of the most common barriers to effective listening. If your mind wanders, you may stay tuned out until you hear a word or phrase that gets your attention again. But by that time, you’re unable to recall what the speaker actually said; instead, you remember what you think the speaker probably said.58 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B1D)

Your mind can process information much faster than most speakers talk, so you need to focus to listen effectively.

One reason listeners’ minds tend to wander is that people think faster than they speak. Most people speak at about 120 to 150 words per minute, but listeners can process audio information at up to 500 words per minute or more.59 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B1F) Consequently, your brain has a lot of free time whenever you’re listening, and if left unsupervised, it will �ind a thousand other things to think about. Make the effort to focus on the speaker and use the extra time to analyze and paraphrase what you hear or to take relevant notes.

Overcoming interpretation barriers can be dif�icult because you may not even be aware of them. As Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) notes, selective perception leads listeners to mold messages to �it their own conceptual frameworks. Listeners sometimes make up their minds before fully hearing the speaker’s message, or they engage in defensive listening—protecting their egos by tuning out anything that doesn’t con�irm their beliefs or their view of themselves.

Even when your intentions are good, you can still misinterpret incoming messages if you and the speaker don’t share enough language or experience. When listening to a speaker whose native language or life experience is different from yours, try to paraphrase that person’s ideas. Give the speaker a chance to con�irm what you think you heard or to correct any misinterpretation.

If the information you hear will be important to use later, write it down or otherwise record it. Don’t rely on your memory. If you do need to memorize, you can hold information in short-term memory by repeating it silently or organizing a long list of items into several shorter lists. Four techniques can help to store information in long-term memory: (1) associate new information with something closely related (such as the restaurant in which you met a new client), (2) categorize the new information into logical groups (such as alphabetizing a list of names), (3) visualize words and ideas as pictures, and (4) create mnemonics such as acronyms or rhymes.

For a reminder of the steps you can take to overcome listening barriers, see “Checklist: Overcoming Barriers to Effective Listening (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#P700101245100000000000000000187C) .”

CHECKLIST Overcoming Barriers to Effective Listening

Lower barriers to message reception whenever you can (such as avoiding interrupting speakers by asking questions or by exhibiting disruptive nonverbal behaviors). Avoid selective listening by focusing on the speaker and carefully analyzing what you hear. Keep an open mind by avoiding any prejudgment and by not listening defensively. Don’t count on your memory; write down or record important information. Improve your short-term memory by repeating information or breaking it into shorter lists. Improve your long-term memory by using association, categorization, visualization, and mnemonics.

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2.6 Improving Your Nonverbal Communication Skills LEARNING OBJECTIVE

6 Explain the importance of nonverbal communication, and identify six major categories of nonverbal expression.

Nonverbal communication can supplement or even replace verbal messages (those that use words).

Nonverbal communication (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019BC) is the interpersonal process of sending and receiving information, both intentionally and unintentionally, without using written or spoken language. Nonverbal signals play a vital role in communication because they can strengthen a verbal message (when the nonverbal signals match the spoken words), weaken a verbal message (when nonverbal signals don’t match the words), or replace words entirely. For example, you might tell a client that a project is coming along nicely, but your forced smile and nervous glances will send an entirely different message.

RECOGNIZING NONVERBAL COMMUNICATION You’ve been tuned in to nonverbal communication since your �irst contact with other human beings. Paying special attention to nonverbal signals in the workplace will enhance your ability to communicate successfully. Moreover, as you work with a diverse range of people in the global marketplace, you’ll also need to grasp the different meanings of common gestures, expressions, and other signals in various cultures. Six types of signals are particularly important:

Nonverbal signals include facial expression, gesture and posture, vocal characteristics, personal appearance, touch, and time and space.

Facial expression. Your face is the primary vehicle for expressing your emotions; it reveals both the type and the intensity of your feelings.60 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B21) Your eyes are especially effective for indicating attention and interest, in�luencing others, regulating interaction, and establishing dominance.61 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B23) Gesture and posture. The way you position and move your body expresses both speci�ic and general messages, some voluntary and some involuntary. Many gestures—a wave of the hand, for example—have speci�ic and intentional meanings. Other types of body movement are unintentional and express more general messages. Slouching, leaning forward, �idgeting, and walking briskly are all unconscious signals that can reveal whether you feel con�ident or nervous, friendly or hostile, assertive or passive, powerful or powerless. Vocal characteristics. Voice carries both intentional and unintentional messages. A speaker can intentionally control pitch, pace, and stress to convey a speci�ic message. For instance, compare “What are you doing?” and “What are you doing?” Unintentional vocal characteristics can convey happiness, surprise, fear, and other emotions (for example, fear often increases the pitch and pace of your speaking voice). Personal appearance. People respond to others on the basis of their physical appearance, sometimes fairly and other times unfairly. Although an individual’s body type and facial features impose some limitations on appearance, you can control grooming, clothing, accessories, piercings, tattoos, and hairstyle. To make a good impression, adopt the style of the people you want to impress. Many employers also have guidelines concerning attire, body art, and other issues, so make sure you understand and follow them.62 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B25) Touch. Touch is an important way to convey warmth, comfort, and reassurance—as well as control. Touch is so powerful, in fact, that it is governed by cultural customs that establish who can touch whom and how in various circumstances. Even within each culture’s norms, however, individual attitudes toward touch vary widely. A manager might be comfortable using hugs to express support or congratulations, but his or her subordinates could interpret those hugs as a show of dominance or sexual interest.63 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B27) Touch is a complex subject. The best advice: When in doubt, don’t touch. Time and space. Like touch, time and space can be used to assert authority, imply intimacy, and send other nonverbal messages. For instance, some people try to demonstrate their own importance or disregard for others by making other people wait; others show respect by being on time. Similarly, taking care not to invade private space, such as standing too close when talking, is a way to show respect for others. Keep in mind that expectations regarding both time and space vary by culture.

USING NONVERBAL COMMUNICATION EFFECTIVELY

Work to make sure your nonverbal signals match the tone and content of your spoken communication.

Paying attention to nonverbal cues makes you a better speaker and a better listener. When you’re talking, be more conscious of the nonverbal cues you could be sending. Are they effective without being manipulative? Consider a situation in which an employee has come to you to talk about a raise. This situation is stressful for the employee, so don’t say you’re interested in what she has to tell you and then spend your time glancing at your computer or checking your watch. Conversely, if you already know you won’t be able to give her the raise, be honest in your expression of emotions. Don’t overcompensate for your own stress by smiling too broadly or shaking her hand too vigorously. Both nonverbal signals would raise her hopes without justi�ication. In either case, match your nonverbal cues to the tone of the situation.

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What signals does your personal appearance send?

Also consider the nonverbal signals you send when you’re not talking—the clothes you wear, the way you sit, the way you walk (see Figure 2.8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#P70010124510000000000000000018B3) ). Are you talking like a serious business professional but dressing like you belong in a dance club or a frat house? Whether or not you think it is fair to be judged on super�icial matters, the truth is that you are judged this way. Don’t let careless choices or disrespectful habits undermine all the great work you’re doing on the job.

Figure 2.8 Nonverbal Signals

The nonverbal signals you send in any business setting in�luence how others perceive you and your ideas.

Radoslaw Korga/Shutterstock

When you listen, be sure to pay attention to the speaker’s nonverbal cues. Do they amplify the spoken words or contradict them? Is the speaker intentionally using nonverbal signals to send you a message that he or she can’t put into words? Be observant, but don’t assume that you can “read someone like a book.” Nonverbal signals are powerful, but they aren’t infallible, particularly if you don’t know a person’s normal behavioral patterns.64 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B29) For example, contrary to popular belief, avoiding eye contact and covering one’s face while talking are not reliable clues that someone is lying. Even when telling the truth, most people don’t make uninterrupted eye contact with the listeners, and various gestures such as touching one’s face might be normal behavior for particular people.65 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B2B) Moreover, these and other behaviors may be in�luenced by culture (in some cultures, sustained eye contact can be interpreted as a sign of disrespect) or might just be ways of coping with stressful situations.66 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B2D)

CHECKLIST Improving Nonverbal Communication Skills

Understand the roles that nonverbal signals play in communication, complementing verbal language by strengthening, weakening, or replacing words. Note that facial expressions (especially eye contact) reveal the type and intensity of a speaker’s feelings. Watch for cues from gestures and posture. Listen for vocal characteristics that can signal the emotions underlying the speaker’s words. Recognize that listeners are in�luenced by physical appearance. Be careful with physical contact; touch can convey positive attributes but can also be interpreted as dominance or sexual interest. If there is any doubt, don’t touch. Pay attention to the use of time and space.

If something doesn’t feel right, ask the speaker an honest and respectful question; doing so may clear everything up, or it may uncover issues you need to explore further. See “Checklist: Improving Nonverbal Communication Skills (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#P70010124510000000000000000018BD) ” for a summary of key ideas regarding nonverbal skills.

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2.7 Developing Your Business Etiquette LEARNING OBJECTIVE

7 Explain the importance of business etiquette, and identify four key areas in which good etiquette is essential.

Etiquette is an essential element of every aspect of business communication.

You may have noticed a common thread running through the topics of successful teamwork, productive meetings, effective listening, and nonverbal communication: All these activities depend on mutual respect and consideration among all participants. Nobody wants to work with someone who is rude to colleagues or an embarrassment to the company. Moreover, shabby treatment of others in the workplace can be a huge drain on morale and productivity.67 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B2F) Poor etiquette can drive away customers, investors, and other critical audiences—and it can limit your career potential.

This section addresses some key etiquette points to remember when you’re in the workplace, out in public, online, and using mobile devices. Long lists of etiquette rules can be dif�icult to remember, but you can get by in almost every situation by remembering to be aware of your effect on others, treating everyone with respect, and keeping in mind that the impressions you leave behind can have a lasting effect on you and your company. As the etiquette expert Cindy Post Senning points out, “The principles of respect, consideration, and honesty are universal and timeless.”68 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B31)

BUSINESS ETIQUETTE IN THE WORKPLACE

Personal appearance can have considerable impact on your success in business.

Workplace etiquette includes a variety of behaviors, habits, and aspects of nonverbal communication. Although it isn’t always thought of as an element of etiquette, your personal appearance in the workplace sends a strong signal to managers, colleagues, and customers (see Figure 2.9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018E1) ). Pay attention to the style of dress where you work and adjust your style to match. Expectations for speci�ic jobs, companies, and industries can vary widely. The �inancial industries tend to be more formal than high-tech �irms, for instance, and sales and executive positions usually involve more formal expectations than positions in engineering or manufacturing. Observe others, and don’t be afraid to ask for advice. If you’re not sure, dress modestly and simply—earn a reputation for what you can do, not for what you wear. Table 2.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018E9) offers some general guidelines on assembling a business wardrobe that’s cost-effective and �lexible.

Figure 2.9 Showing Respect for Organizational Culture

Being aware of expectations for personal appearance in a business setting is not only a sign of respect; it will help keep you from making career-limiting mistakes.

Paul Bradbury/OJO Images Ltd/Alamy

Grooming is as important as attire. Pay close attention to cleanliness, and avoid using products with powerful scents, such as perfumed soaps, colognes, shampoos, and after-shaves (many people are bothered by these products, and some are allergic to them).

Your telephone skills will be vital to your business success.

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TABLE 2.4 Assembling a Business Wardrobe

1 Smooth and Finished (Start with This)

2 Elegant and Re�ined (Add This to Column 1)

3 Crisp and Starched (Add This to Column 2)

4 Up-to-the-Minute Trendy (Add This to Column 3)

Choose well-tailored clothing that �its well; it doesn’t have to be expensive, but it does have to �it and be appropriate for business. Keep buttons, zippers, and hemlines in good repair. Select shoes that are comfortable enough for long days but neither too casual nor too dressy for the of�ice; keep shoes clean and in good condition. Make sure the fabrics you wear are clean, are carefully pressed, and do not wrinkle easily. Choose colors that �latter your height, weight, skin tone, and style; sales advisors in good clothing stores can help you choose.

Choose form-�itting (but not skin-tight) clothing—not swinging or �lowing fabrics, frills, or fussy trimmings. Choose muted tones and soft colors or classics, such as a dark blue suit or a basic black dress. If possible, select a few classic pieces of jewelry (such as a string of pearls or diamond cuff links) for formal occasions. Wear jackets that complement an out�it and lend an air of formality to your appearance. Avoid jackets with more than two tones; one color should dominate.

Wear blouses or shirts that are or appear starched. Choose closed top-button shirts or button-down shirt collars, higher- neckline blouses, or long sleeves with French cuffs and cuff links. Wear creased trousers or skirts with a lower hemline.

Supplement your foundation with pieces that re�lect the latest styles. Add a few pieces in bold colors but wear them sparingly to avoid a garish appearance. Embellish your look with the latest jewelry and hairstyles but keep the overall effect looking professional.

IM and other text-based tools have taken over many exchanges that used to take place over the phone, but phone skills are still essential. Because phone calls lack the visual richness of face-to-face conversations, you have to rely on your attitude and tone of voice to convey con�idence and professionalism. Here are some important tips for using phones at work (for etiquette points speci�ically about mobile devices, see page 60 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#page_60) ):69 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B33)

COMMUNICATING ACROSS CULTURES

Whose Skin Is This, Anyway?

Generational differences abound in the workplace, but few are quite as visible as body art: tattoos, piercings (other than ear lobes), and hair dyes in unconventional colors. According to survey data from the Pew Research Center, people younger than 40 are much more inclined than those older than 40 to display some form of body art. For example, people 26 to 40 years old are four times more likely to have tattoos than people who are 41 to 64 years old.

With such profound differences, it’s no surprise that in many workplaces body art has become a contentious issue between employees wanting to express themselves and employers wanting to maintain particular standards of professional appearance. As the employment law attorney Danielle S. Urban notes, the issue gets even more complicated when religious symbolism is involved.

Who is likely to win this battle? Will the body art a�icionados who continue to join the workforce and who are now rising up the managerial ranks force a change in what is considered acceptable appearance in the workplace? Or will they be forced to cover up to meet traditional standards?

So far, most companies seem to be relying on the judgment of their employees and managers, rather than enforcing strict guidelines. Many seem to accept that tastes and norms are changing and that body art has become a widespread form of self-expression rather than a mode of rebellion. Starbucks, which used to require employees to hide tattoos under long sleeves, recently revised its policy to allow employees to display tattoos everywhere except on their faces. The semiconductor giant Intel even featured photos of employee tattoos in its online technology newsletter.

Job seekers and active employees are still advised to be discreet, however, particularly with facial piercings and large, visible tattoos. In one recent survey about a third of employers said they would be less likely to promote an employee with visible piercings or tattoos. The nonverbal signals you think you are sending might not be the signals a manager receives—or wants to receive.

CAREER APPLICATIONS

1. Should companies have stricter standards of appearance for “customer-facing” employees than for employees who do not interact with customers? Why or why not?

2. Should companies allow their employees the same freedom of expression and appearance as their customers exhibit? For example, if a �irm’s clientele tends to be heavily tattooed, should employees be allowed the same freedom? Why or why not?

Sources: “Employers Reveal the Top Factors Preventing Workers’ Chance of Promotion in New CareerBuilder Survey,” CareerBuilder, 2 July 2015, www.careerbuilder.com (http://www.careerbuilder.com) ; Micah Solomon, “Starbucks to Allow Tattoos, Piercings: Wise or Risky Customer Service, HR Move?” Forbes, 17 October 2014, www.forbes.com

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(http://www.forbes.com) ; “Intel Tattoos Speak Volumes,” 17 March 2011, Intel Free Press, www.intelfreepress.com (http://www.intelfreepress.com) ; Rita Pyrillis, “Body of Work,” Workforce Management, November 2010, www.workforce.com (http://www.workforce.com) ; Danielle S. Urban, “What to Do About ‘Body Art’ at Work,” Workforce Management, March 2010, www.workforce.com (http://www.workforce.com) ; “Tattooed Gen Nexters,” Pew Research Center, 9 December 2008, pewresearch.org (http://pewresearch.org) .

Be conscious of how your voice sounds. Don’t speak in a monotone; vary your pitch and in�lections so people know you’re interested. Slow down when conversing with people whose native language isn’t the same as yours.

Basic courtesy on the phone makes communication more ef�icient and more pleasant for everyone involved.

Be courteous when you call someone. Identify yourself and your organization, brie�ly describe why you’re calling, and verify that you’ve called at a good time. Minimize the noise level in your environment as much as possible. For important or complicated conversations, plan what you want to say before calling. Convey a positive, professional attitude when you answer the phone. Answer promptly and with a smile so that you sound welcoming. Identify yourself and your company (some companies have speci�ic instructions for what to say when you answer). Establish the needs of your caller by asking, “How may I help you?” If you know the caller’s name, use it. If you can’t answer the caller’s questions, either forward the call to a colleague who can or advise the caller on how to get his or her questions resolved. If you do forward a call, put the caller on hold and call the next person yourself to verify that he or she is available. End calls with courtesy and clarity. Close in a friendly, positive manner and double-check all vital information such as meeting times and dates.

If you never or rarely check your voicemail, disable it or record an outgoing message advising callers to reach you another way.

Use your own voicemail features to help callers. Record a brief, professional-sounding outgoing message for regular use. When you will be away or unable to answer the phone for an extended period, record a temporary greeting that tells callers when you will respond to their messages. If you don’t check your messages regularly or at all, disable your voicemail. Letting messages pile up for days or weeks without answering them is extremely thoughtless. Be considerate when leaving voicemail messages. Retrieving voicemail messages can be a chore, so be thoughtful about leaving them. Unless voicemail is the best or only choice, consider leaving a message through other means, such as text messaging or email. If you do leave a voicemail message, make it as brief as possible. Leave your name, number (don’t assume the recipient has caller ID), reason for calling, and times you can be reached. State your name and telephone number slowly so the other person can easily write them down; repeat both if the other person doesn’t know you.

BUSINESS ETIQUETTE IN SOCIAL SETTINGS

Etiquette is particularly important when you represent your company in public.

From business lunches to industry conferences, you may be asked to represent your company in public. Make sure your appearance and actions are appropriate to the situation. Get to know the customs of other cultures when it comes to meeting new people. For example, in North America, a �irm handshake is expected when two people meet, whereas a respectful bow of the head is more appropriate in Japan. If you are expected to shake hands, be aware that the passive “dead �ish” handshake creates an extremely negative impression for many people. If you are physically able, always stand when shaking someone’s hand.

MOBILE APP

The Good Manners iPhone app helps you make appropriate choices in a variety of social situations.

When introducing yourself, include a brief description of your role in the company. When introducing two other people, speak their �irst and last names clearly and then offer some information (perhaps a shared professional interest) to help the two people ease into a conversation.70 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B35) Generally speaking, the lower-ranking person is introduced to the senior-ranking person, without regard to gender.71 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B37)

Business is often conducted over meals, and knowing the basics of dining etiquette will make you more effective in these situations.72 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B39) Start by choosing foods that are easy to eat. Avoid alcoholic beverages in most instances, but if drinking one is appropriate, save it for the end of the meal. Leave business documents under your chair until entrée plates have been removed; the business aspect of the meal doesn’t usually begin until then.

Remember that business meals are a forum for business. Don’t discuss politics, religion, or any other topic likely to stir up emotions. Don’t complain about work, don’t ask deeply personal questions, avoid profanity, and be careful with humor—a joke that entertains some people could easily offend others.

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REAL-TIME UPDATES

LEARN MORE BY WATCHING THIS VIDEO

Dining etiquette simpli�ied

The etiquette expert Barbara Pachter offers tips to help you get comfortable at business lunches and dinners. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

BUSINESS ETIQUETTE ONLINE Digital media seem to be a breeding ground for poor etiquette. Learn the basics of professional online behavior to avoid mistakes that could hurt your company or your career. Here are some guidelines to follow whenever you are representing your company while using digital media:73 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B3B)

When you represent your company online, you must adhere to a high standard of etiquette and show respect for others.

Avoid personal attacks. The anonymous and instantaneous nature of online communication can cause even level-headed people to strike out in blog postings, social networks, and other media. Stay focused on the original topic. If you want to change the subject of an email exchange, a forum discussion, or a blog comment thread, start a new message. Don’t present opinions as facts, and support facts with evidence. This guideline applies to all communication, of course, but online venues in particular seem to tempt people into presenting their beliefs and opinions as unassailable truths. Follow basic expectations of spelling, punctuation, and capitalization. Sending careless, acronym-�illed messages that look like you’re texting your high school buddies makes you look like an amateur. Use virus protection and keep it up to date. Sending or posting a �ile that contains a computer virus puts others at risk. Use dif�icult-to-break passwords on email, Twitter, and other accounts. If someone hacks your account, it can create spam headaches—or worse—for your contacts and followers. Ask if this is a good time for an IM chat. Don’t assume that just because a person is showing as “available” on your IM system that he or she wants to chat at this moment. Watch your language and keep your emotions under control. A single indiscretion could haunt you forever. Avoid multitasking while using IM and other tools. You might think you’re saving time by doing a dozen things at once, but you’re probably making the other person wait while you bounce back and forth between IM and your other tasks. Never assume privacy. Assume that anything you type will be stored forever, could be forwarded to other people, and might be read by your boss or the company’s security staff. Don’t use “Reply All” in email unless everyone can bene�it from your reply. If one or more recipients of an email message don’t need the information in your reply, remove their addresses before you send. Don’t waste others’ time with sloppy, confusing, or incomplete messages. Doing so is disrespectful. Respect boundaries of time and virtual space. For instance, don’t start using an employee’s personal Facebook page for business messages unless you’ve discussed it beforehand, and don’t assume people are available to discuss work matters around the clock, even if you do �ind them online in the middle of the night. Be careful of online commenting mechanisms. For example, many blogs and websites now use your Facebook login to let you comment on articles. If your Facebook pro�ile includes your job title and company name, those could show up along with your comment.

Respect personal and professional boundaries when using Facebook and other social networking tools.

BUSINESS ETIQUETTE USING MOBILE DEVICES

Your mobile phone habits send a signal about the degree of respect you have for those around you.

Like every other aspect of communication, your mobile device habits say a lot about how much respect you have for the people around you. Selecting obnoxious ringtones, talking loudly in open of�ices or public places, using your phone right next to someone else, making excessive or unnecessary personal calls during work hours, invading someone’s privacy by using your phone’s camera without permission, taking or making calls in restrooms and other inappropriate places, texting during a meal or while someone is talking to you, allowing incoming calls to interrupt meetings or discussions—these are all disrespectful choices that re�lect negatively on you.74 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B3D) In general, older employees, managers, and customers are less tolerant of mobile device use than younger people are, so don’t assume that your habits will be universally acceptable.75 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B3F)

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Virtual assistants and other mobile phone voice features can annoy and disrupt the workplace and social settings if not used with respect for others.

Virtual assistants, such as the Siri voice recognition system in Apple iPhones, raise another new etiquette dilemma. From doing simple web searches to dictating entire memos, these systems may be convenient for users, but they can create distractions and annoyances for other people.76 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B41) As with other public behaviors, think about the effect you have on others before using these technologies.

MOBILE APP

Locale can “geofence” your smartphone, automatically changing settings based on your location—such as activating silent mode when you arrive at your of�ice.

Note that expectations and policies regarding mobile device use vary widely from company to company. At one extreme, the venture capitalist Ben Horowitz �ines his employees if they even look at a mobile device while an entrepreneur is pitching a business plan because he considers it disrespectful to people making presentations.77 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B43) Not all bosses are quite so strict, but make sure you understand the situation in your workplace.

COMMUNICATION CHALLENGES AT Cemex You recently joined Cemex and quickly became an enthusiastic user of the company’s Shift collaboration platform, particularly its wiki capability. In your brief time being involved with the wiki, you have observed some behavior that runs counter to the spirit of collaborative writing. Study these two scenarios and decide how to respond.

INDIVIDUAL CHALLENGE: An employee in Spain keeps editing your pages on the wiki, often making changes that seem to add no value as far as you can tell. She doesn’t seem to be editing other employees’ pages nearly so often, so you are beginning to wonder whether she has a personal grudge against you. You want to address this uncomfortable situation without dragging your boss into it. First, decide how to approach your contentious colleague. Should you call her on the phone, send her an email message, or perhaps insert a sarcastic comment about excessive editing on one of her wiki pages? Second, whichever mode of communication you’ve chosen, outline the message you think you should share with her.

TEAM CHALLENGE: A common dilemma in every form of collaborative writing is deciding how soon to share early drafts with your colleagues to get their feedback and contributions. Should you send out an unpolished rough draft for the team’s input before investing a lot of time in polishing and formatting, or should you do a second or third draft to enhance readability—knowing the team might delete entire sections you’ve worked hard to polish? On one of the Cemex wikis where you collaborate with colleagues, some contributors seem to go into “grammar attack mode” whenever a rough draft appears. They seem to ignore the message and content altogether and instead focus on punctuation, grammar, and formatting concerns. With a small team of fellow students, draft some brief guidelines for wiki contributors, conveying these three points: (1) Punctuation, grammar, and formatting are de�initely important, but worrying about them too early in the writing process can hamper the free exploration of ideas and information. (2) When reviewing early drafts, wiki users need to make a conscious effort to look past the presentation and focus on the information. (3) Contributors who post rough drafts seeking input should make the pages at least minimally readable so that reviewers can focus on the content and ideas. (To learn more about editing and working with wikis, you can peek ahead to page 221 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003607#page_221) in Chapter 8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003454#P7001012451000000000000000003454) .)

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Quick Learning Guide

KEY TERMS

active listening Making a conscious effort to turn off �ilters and biases to truly hear and understand what someone is saying

collaboration Working together to meet complex challenges

committees Formal teams that usually have a long life span and can become a permanent part of the organizational structure

constructive feedback Critique that focuses on the process and outcomes of communication, not on the people involved

content listening Listening to understand and retain the speaker’s message

content management systems Computer systems that organize and control the content for websites

critical listening Listening to understand and evaluate the meaning of the speaker’s message

destructive feedback Criticism delivered with no guidance to stimulate improvement

empathic listening Listening to understand the speaker’s feelings, needs, and wants so that you can appreciate his or her point of view

group dynamics Interactions and processes that take place among the members of a team

groupthink Situation in which peer pressure causes individual team members to withhold contrary or unpopular opinions

hidden agenda Private, counterproductive motives, such as a desire to take control of a group

minutes Written summary of the important information presented and the decisions made during a meeting

nonverbal communication Information sent and received, both intentionally and unintentionally, without using written or spoken language

norms Informal standards of conduct that group members share and that guide member behavior

parliamentary procedure A time-tested method for planning and running effective meetings; the best-known guide to this procedure is Robert’s Rules of Order

participative management An effort to involve employees in a company’s decision making

problem-solving teams Teams that assemble to resolve speci�ic issues and then disband when their goals have been accomplished

selective listening Listening to only part of what a speaker is saying; ignoring the parts one doesn’t agree with or �ind interesting

self-oriented roles Unproductive team roles in which people are motivated mainly to ful�ill personal needs

shared workspaces Online “virtual of�ices” that give everyone on a team access to the same set of resources and information

task forces A form of problem-solving teams, often with members from more than one organization

task-oriented roles Productive team roles directed toward helping a team reach its goals

team A unit of two or more people who share a mission and the responsibility for working to achieve a common goal

team-maintenance roles Productive team roles directed toward helping everyone work well together

uni�ied communication A single system of communication that integrating voice and video calling, voice and video conferencing, instant messaging, real- time collaboration software, and other capabilities

virtual meetings Meetings that take place online rather than in person

wiki Special type of website that allows anyone with access to add new material and edit existing material

SUMMARY OF LEARNING OBJECTIVES

1 List the advantages and disadvantages of working in teams, describe the characteristics of effective teams, and highlight four key issues of group dynamics. Teams can achieve a higher level of performance than individuals because of the combined intelligence and energy of the group. Motivation and creativity can �lourish in team settings. Moreover, individuals tend to perform better because they achieve a sense of purpose by belonging to a group. Teams also bring more input and a greater diversity of views, which tends to result in better decisions. And because team members participate in the decision process, they are more committed to seeing the team succeed. Teams are not without disadvantages, however. Poorly managed teams can be a waste of everyone’s time. For example, if members are pressured to conform, they may develop groupthink, which can lead to poor-quality decisions and ill-advised actions. Some members may let their private motives get in the way.

Four important aspects of group dynamics are assuming team roles, allowing for team evolution, resolving con�lict, and overcoming resistance.

2 Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Key guidelines for collaborative writing include (1) carefully selecting collaborators, (2) agreeing on project goals before starting, (3) giving the team time to bond before starting the work, (4) clarifying individual responsibilities, (5) establishing clear processes, (6) avoiding composing as a group, (7) making sure tools and techniques are ready and compatible, and (8) checking to see how things are going along the way.

Major collaboration technologies include web content management systems, wikis, groupware, and shared workspaces.

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To give constructive feedback, focus on the work and how it can be improved, rather than on the person and the mistakes.

3 List the key steps needed to ensure productive team meetings. The most important step in planning a meeting is to make sure that a meeting is necessary and is the best way to accomplish the given objective. If it is, proceed by identifying the purpose of the meeting, selecting the right mix of participants to accomplish the goal, choosing the venue and time carefully, and setting a clear agenda.

Once the meeting is under way, work to keep the discussion on track, follow agreed-upon rules, encourage participation, participate actively yourself, and close the meeting effectively to make sure all decisions and action items are clearly understood.

4 Identify the major technologies used to enhance or replace in-person meetings. Meeting enhancement and replacement technologies range from simple audio teleconferencing and IM chat sessions to videoconferences, telepresence systems, web-based meetings, and virtual worlds such as realistic-looking online conference rooms.

5 Identify three major modes of listening, describe the listening process, and explain the problem of selective listening. Content listening is listening to understand and retain the information in the speaker’s message. Critical listening is listening to understand and evaluate the meaning of the speaker’s message on several levels, including the logic of the argument and the strength of the evidence. Empathic listening is listening to understand the speaker’s feelings, needs, and wants. Regardless of the mode used, effective listeners try to engage in active listening, making a conscious effort to turn off their own �ilters and biases to truly hear and understand what the other party is saying.

The listening process involves �ive activities: (1) receiving (physically hearing the message), (2) decoding (assigning meaning to what you hear), (3) remembering (storing the message for future reference), (4) evaluating (thinking about the message), and (5) responding (reacting to the message, taking action, or giving feedback).

The listening process can be hampered by a variety of barriers, one of the most common of which is selective listening. When people listen selectively, they hear only parts of the speaker’s message, because either they allow their minds to wander or they engage in defensive listening by tuning out information that threatens their beliefs or egos.

6 Explain the importance of nonverbal communication and identify six major categories of nonverbal expression. Nonverbal communication is important because nonverbal signals can strengthen, weaken, or even replace verbal messages. The major categories of nonverbal signals are facial expression, gestures and posture, vocal characteristics, personal appearance, touch, and the use of time and space.

7 Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Attention to etiquette is essential to success in every form of business communication—so much so that etiquette is considered an important business skill. Poor etiquette can hinder team efforts, drain morale and productivity, drive away customers and investors, and limit your career potential. Four key areas in which good etiquette is essential are the workplace, social settings in which you represent your employer, online interactions in which you represent your employer, and when using mobile devices.

MyBCommLab®

Go to mybcommlab.com (http://mybcommlab.com) to complete the problems marked with this icon .

Test Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

2-1. How can organizations and employees bene�it from successful teamwork? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001622)

2-2. What is groupthink, and how can it affect an organization? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001622)

2-3. How can employees and companies take advantage of social networking technologies to promote teamwork? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P70010124510000000000000000016F2)

2-4. What is parliamentary procedure? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P700101245100000000000000000177C)

2-5. What are the advantages of virtual meetings? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#P70010124510000000000000000017E7)

2-6. What are the main activities that make up the listening process? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#P700101245100000000000000000180C)

2-7. How does content listening differ from critical listening and empathic listening? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#P700101245100000000000000000180C)

2-8. What are the six major categories of nonverbal communication? [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#P700101245100000000000000000188F)

2-9. Why do mobile devices present unique etiquette challenges? [LO-7] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018D2)

Apply Your Knowledge

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To review chapter content related to each question, refer to the indicated Learning Objective.

2-10. You head up the interdepartmental design review team for a manufacturer of high-performance motorcycles, and things are not going well. The design engineers and marketing strategists keep arguing about which should be a higher priority, performance or aesthetics, and the accountants say both groups are driving up the cost of the new model by adding too many new features. Everyone has valid points to make, but the team is bogging down in con�lict. Explain how you could go about resolving the stalemate. [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001622)

2-11. You and another manager in your company disagree about whether employees should be encouraged to create online pro�iles on LinkedIn and other business-oriented social networking websites. You say these connections can be valuable to employees by helping them meet their peers throughout the industry and valuable to the company by identifying potential sales leads and business partners. The other manager says that encouraging employees to become better known in the industry will only make it easier for competitors to lure them away with enticing job offers. Write a brief email message that outlines your argument. (Make up any information you need about the company and its industry.) [LO- 2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P70010124510000000000000000016F2) 2-12. How can nonverbal communication help you run a meeting? How can it help you call a meeting to order, emphasize important topics, show approval, express reservations, regulate the �low of conversation, and invite a colleague to continue with a comment? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P700101245100000000000000000177C) , [LO- 6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#P700101245100000000000000000188F)

2-13. Why do you think people are more likely to engage in rude behaviors during online communication than during in-person communication? [LO-7] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018D2)

2-14. You’re giving your �irst major presentation at your new job and you notice at least half the people in the small conference room are looking at their mobile devices more than they are looking at you. How should you handle the situation? [LO-7] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018D2)

Practice Your Skills 2-15. Message for Analysis: Planning Meetings [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P700101245100000000000000000177C)

A project leader has made notes about covering the following items at the quarterly budget meeting. Prepare a formal agenda by putting these items into a logical order and rewriting, where necessary, to give phrases a more consistent sound.

Budget Committee Meeting to be held on December 12, 2018, at 9:30 a.m., and we have allotted one hour for the meeting I will call the meeting to order. Real estate director’s report: A closer look at cost overruns on Greentree site. (10 minutes) The group will review and approve the minutes from last quarter’s meeting. (5 minutes) I will ask the �inance director to report on actual versus projected quarterly revenues and expenses. (15 minutes) I will distribute copies of the overall divisional budget and announce the date of the next budget meeting. Discussion: How can we do a better job of anticipating and preventing cost overruns? (20 minutes) Meeting will take place in Conference Room 3, with WebEx active for remote employees. What additional budget issues must be considered during this quarter?

Exercises

Each activity is labeled according to the primary skill or skills you will need to use. To review relevant chapter content, you can refer to the indicated Learning Objective. In some instances, supporting information will be found in another chapter, as indicated.

2-16. Collaboration: Working in Teams [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001622) , [LO- 2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P70010124510000000000000000016F2) In teams assigned by your instructor, prepare a 10-minute presentation on the potential disadvantages of using social media for business communication. When the presentation is ready, discuss how effective the team was using the criteria of (a) having a clear objective and a shared sense of purpose, (b) communicating openly and honestly, (c) reaching decisions by consensus, (d) thinking creatively, and (e) knowing how to resolve con�lict. Be prepared to discuss your �indings with the rest of the class.

2-17. Negotiation and Con�lict Resolution: Resolving Con�licts; Communication Ethics: Providing Ethical Leadership [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001622) , Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) During team meetings, one member constantly calls for votes or decisions before all the members have voiced their views. As the leader, you asked this member privately about his behavior. He replied that he is trying to move the team toward its goals, but you are concerned that he is really trying to take control. How can you deal with this situation without removing the member from the group?

2-18. Collaboration: Collaborating on Writing Projects; Media Skills: Blogging [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P70010124510000000000000000016F2) In this project you will conduct research on your own and then merge your results with those of the rest of your team. Search Twitter for messages on the subject of workplace safety. (You can use Twitter’s advanced search function or use the “twitter.com (http://twitter.com) ” site quali�ier on a regular search engine.) Compile at least �ive general safety tips that apply to any of�ice setting, and then meet with your team to select the �ive best tips from all those the team has collected. Collaborate on a blog post that lists the team’s top �ive tips.

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2-19. Communication Etiquette: Etiquette in the Workplace, Participating in Meetings [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P700101245100000000000000000177C) , [LO- 7] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018D2) In group meetings, some of your colleagues have a habit of interrupting and arguing with the speaker, taking credit for ideas that aren’t theirs, and shooting down ideas they don’t agree with. As the newest person in the group, you’re not sure if this is accepted behavior in this company, but it concerns you both personally and professionally. Should you go with the �low and adopt their behavior or stick with your own communication style, even though you might get lost in the noise? In a two-paragraph email message or post for your class blog, explain the pros and cons of both approaches.

2-20. Collaboration: Participating in Meetings [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P700101245100000000000000000177C) With a classmate, attend a local community or campus meeting where you can observe a group discussion, vote, or take other group action. Take notes individually during the meeting and, afterward, work together to answer the following questions.

a. What is your evaluation of this meeting? In your answer, consider (1) the leader’s ability to clearly articulate the meeting’s goals, (2) the leader’s ability to engage members in a meaningful discussion, (3) the group’s dynamics, and (4) the group’s listening skills.

b. How did group members make decisions? Did they vote? Did they reach decisions by consensus? Did those with dissenting opinions get an opportunity to voice their objections?

c. How well did the individual participants listen? How could you tell? d. Did any participants change their expressed views or their votes during the meeting? Why might that have happened? e. Did you observe any of the communication barriers discussed in Chapter 1

(http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) ? Identify them.

f. Compare the notes you took during the meeting with those of your classmate. What differences do you notice? How do you account for these differences?

2-21. Collaboration: Leading Meetings [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P700101245100000000000000000177C) , Chapter 3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b46#P7001012451000000000000000001B46) Every month, each employee in your department is expected to give a brief oral presentation on the status of his or her project. However, your department has recently hired an employee who has a severe speech impediment that prevents people from understanding most of what he says. As the department manager, how will you resolve this dilemma? Please explain.

2-22. Collaboration: Using Collaboration Technologies [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#P70010124510000000000000000017E7) In a team assigned by your instructor, use Zoho (free for personal use) or a comparable system to collaborate on a set of directions that out-of-town visitors could use to reach a speci�ic point on your campus, such as a stadium or dorm. The team should choose the location and the mode(s) of transportation involved. Be creative—brainstorm the best ways to guide �irst-time visitors to the selected location using all the media at your disposal.

2-23. Interpersonal Communication: Listening Actively [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#P700101245100000000000000000180C) For the next several days, take notes on your listening performance during at least a half-dozen situations in class, during social activities, and at work, if applicable. Referring to the traits of effective listeners in Table 2.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#P700101245100000000000000000183C) , rate yourself on these positive listening habits using always, frequently, occasionally, or never. In a report no longer than one page, summarize your analysis and identify speci�ic areas in which you can improve your listening skills.

2-24. Nonverbal Communication: Analyzing Nonverbal Signals [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#P700101245100000000000000000188F) Select a business letter and envelope you have received at work or home. Analyze their appearance. What nonverbal messages do they send? Are these messages consistent with the content of the letter? If not, what could the sender have done to make the nonverbal communication consistent with the verbal communication? Summarize your �indings in a post on your class blog or in an email message to your instructor.

2-25. Communication Etiquette: Etiquette in the Workplace [LO-7] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018D2) As the regional manager of an international accounting �irm, you place high priority on professional etiquette. Not only does it communicate respect to your clients, it also instills con�idence in your �irm by showing that you and your staff are aware of and able to meet the expectations of almost any audience. Earlier today you took four new employees to lunch with an important client. You’ve done this for years, and it’s usually an upbeat experience for everyone, but today’s lunch was a disaster. One of the employees made not one, not two, but three calls on his mobile phone during lunch. Another interrupted the client several times and even got into a mild argument. The third employee kept telling sarcastic jokes about politics, making everyone at the table uncomfortable. And the fourth showed up dressed like she was expecting to bale hay or work in a coal mine, not have a business lunch in a posh restaurant. You’ve already called the client to apologize, but now you need to coach these employees on proper business etiquette. Draft a brief memo to these employees, explaining why etiquette is so important to the company’s success—and to their individual careers.

Expand Your Skills Critique the Professionals

Celebrities can learn from successful businesses when it comes to managing their careers, but businesses can learn from successful celebrities, too —particularly when it comes to building communities online using social media. Locate three celebrities (musicians, actors, authors, or athletes) who have sizable fan bases on Facebook and analyze how they use the social network. Using whatever medium your instructor requests, write a

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brief analysis (no more than one page) of the lessons, positive or negative, that a business could learn from these celebrities. Be sure to cite speci�ic elements from the Facebook pages you’ve chosen, and if you think any of the celebrities have made mistakes in their use of Facebook, describe those as well.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at websearch.businesscommunicationnetwork.com (http://websearch.businesscommunicationnetwork.com) , is a unique research tool designed speci�ically for business communication research. Use the Web Search function to �ind a website, video, article, podcast, or presentation that offers advice on improving your active listening skills in business situations. Write a brief email message to your instructor, describing the item you found and summarizing the career skills information you learned from it.

MyBCommLab Go to mybcommlab.com (http://mybcommlab.com) for Auto-graded writing questions as well as the following Assisted-graded writing questions:

2-26. Should teams try to resolve all con�licts that come up in the course of doing their work? Why or why not? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001622)

2-27. Considering what you’ve learned about nonverbal communication, what are some of the ways in which communication might break down during an online meeting in which the participants can see video images of only the person presenting at any given time—and then only his or her head? [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#P700101245100000000000000000188F)

Endnotes 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#rP7001012451000000000000000001AAA) . “Company Pro�ile,” Cemex website, accessed 8 March 2016, www.cemex.com (http://www.cemex.com) ; “Transforming the Way We Work,” Cemex website, accessed 8 February 2015, www.cemex.com (http://www.cemex.com) ; Cemex: Building the Future, accessed 11 May 2013, www.cemex.com (http://www.cemex.com) ; Cemex Shift Twitter account, accessed 11 May 2013, twitter.com/CX_Shift; Dion Hinchcliffe, “Social Business Success: CEMEX,” ZDNet, 1 February 2012, www.zdnet.com (http://www.zdnet.com) ; “Cemex and Becoming a Social Business with IBM Software,” video embedded in Jesus Gilberto Garcia, Miguel Angel Lozano Martinez, and Arturo San Vicente, “Shift Changes the Way Cemex Works,” Management Exchange, 15 July 2011, www.managementexchange.com (http://www.managementexchange.com) ; Debra Donston-Miller, “Social Business Leader Cemex Keeps Ideas Flowing,” InformationWeek, 6 November 2012, www.informationweek.co.uk (http://www.informationweek.co.uk) .

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AAC) . Courtland L. Bovée and John V. Thill, Business in Action, 5th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2011), 172.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AAE) . “Five Case Studies on Successful Teams,” HR Focus, April 2002, 18+.

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AB0) . Stephen R. Robbins, Essentials of Organizational Behavior, 6th ed. (Upper Saddle River, N.J.: Prentice Hall, 2000), 98.

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AB2) . Max Landsberg and Madeline Pfau, “Developing Diversity: Lessons from Top Teams,” Strategy + Business, Winter 2005, 10–12.

6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AB4) . “Groups Best at Complex Problems,” Industrial Engineer, June 2006, 14.

7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AB6) . Natalie D. Brecher, “Breaking Bad: Stop Deceptive Groupthink,” Journal of Property Management 80, no. 6 (November–December 2015): 45.

8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AB8) . Rob Cross, Reb Rebele, and Adam Grant, “Collaborative Overload,” Harvard Business Review, January–February 2016, 74–79.

9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001ABA) . Martha Mendoza and Michael Liedtke, “Google Study of Teamwork Finds ‘How’ Is More Important Than ‘Who,”’ Columbus Dispatch, 23 November 2015, www.dispatch.com (http://www.dispatch.com) ; Nicola A. Nelson, “Leading Teams,” Defense AT&L, July–August 2006, 26–29; Larry Cole and Michael Cole, “Why Is the Teamwork Buzz Word Not Working?” Communication World, February–March 1999, 29; Patricia Buhler, “Managing in the 90s: Creating Flexibility in Today’s Workplace,” Supervision, January 1997, 241; Allison W. Amason, Allen C. Hochwarter, Wayne A. Thompson, and Kenneth R. Harrison, “Con�lict: An Important Dimension in Successful Management Teams,” Organizational Dynamics 24, no. 2 (August 1995): 201.

10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001ABC) . David Dye, “Broken Teamwork,” Leadership Excellence Essentials, February 2016, 16.

11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001ABE) . Geoffrey Colvin, “Why Dream Teams Fail,” Fortune, 8 June 2006, 87–92.

12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AC0) . Tiziana Casciaro and Miguel Sousa Lobo, “Competent Jerks, Lovable Fools, and the Formation of Social Networks,” Harvard Business Review, June 2005, 92–99.

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13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AC2) . Stephen P. Robbins and David A. DeCenzo, Fundamentals of Management: Essential Concepts and Applications, 4th ed. (Upper Saddle River, N.J.: Prentice Hall, 2004), 266–267; Jerald Greenberg and Robert A. Baron, Behavior in Organizations, 8th ed. (Upper Saddle River, N.J.: Prentice Hall, 2003), 279–280.

14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AC4) . B. Aubrey Fisher, Small Group Decision Making: Communication and the Group Process, 2nd ed. (New York: McGraw-Hill, 1980), 145–149; Robbins and DeCenzo, Fundamentals of Management, 334–335; Richard L. Daft, Management, 6th ed. (Cincinnati: Thomson South-Western, 2003), 602–603.

15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AC6) . Michael Laff, “Effective Team Building: More Than Just Fun at Work,” Training + Development 6, no. 8 (August 2006): 24–35.

16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AC8) . Claire Sookman, “Building Your Virtual Team,” Network World, 21 June 2004, 91.

17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001ACA) . Jared Sandberg, “Brainstorming Works Best if People Scramble for Ideas on Their Own,” Wall Street Journal, 13 June 2006, B1.

18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001ACC) . Mark K. Smith, “Bruce W. Tuckman—Forming, Storming, Norming, and Performing in Groups,” Infed.org (http://Infed.org) , accessed 5 July 2005, www.infed.org (http://www.infed.org) .

19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001ACE) . Robbins and DeCenzo, Fundamentals of Management, 258–259.

20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AD0) . Daft, Management, 609–612.

21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AD2) . Andy Boynton and Bill Fischer, Virtuoso Teams: Lessons from Teams That Changed Their Worlds (Harrow, UK: FT Press, 2005), 10.

22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AD4) . Thomas K. Capozzoli, “Con�lict Resolution—A Key Ingredient in Successful Teams,” Supervision 56, no. 12 (November 1999), 14–16.

23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AD6) . Amy Gallo, “Choose the Right Words in an Argument,” Harvard Business Review, 16 June 2014, hbr.org (http://hbr.org) .

24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AD8) . Mark Goulston, “Practical Tips for Overcoming Resistance,” Harvard Business Review, 1 July 2013, hbr.org (http://hbr.org) .

25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001ADA) . Jon Hanke, “Presenting as a Team,” Presentations, January 1998, 74–82.

26 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001ADC) . William P. Galle Jr., Beverly H. Nelson, Donna W. Luse, and Maurice F. Villere, Business Communication: A Technology-Based Approach (Chicago: Irwin, 1996), 260.

27 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001ADE) . Mary Beth Debs, “Recent Research on Collaborative Writing in Industry,” Technical Communication 38, no. 4 (November 1991): 476–484.

28 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AE0) . Rob Koplowitz, “Building a Collaboration Strategy,” KM World, November/December 2009, 14–15.

29 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AE2) . Eric Knorr and Galen Gruman, “What Cloud Computing Really Means,” InfoWorld, 3 May 2012, www.infoworld.com (http://www.infoworld.com) ; Lamont Wood, “Cloud Computing Poised to Transform Communication,” LiveScience, 8 December 2009, www.livescience.com (http://www.livescience.com) .

30 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AE4) . “How Blue Man Group Gets Creative with Its Social Intranet,” Socialtext website, accessed 1 May 2012, www.socialtext.com (http://www.socialtext.com) .

31 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AE6) . Richard McDermott and Douglas Archibald, “Harnessing Your Staff ’s Informal Networks,” Harvard Business Review, March 2010, 82–89.

32 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AE8) . Tony Hsieh, “Why I Sold Zappos,” Inc., 1 June 2010, www.inc.com (http://www.inc.com) .

33 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AEA) . “Adobe Connect Mobile,” Adobe website, accessed 27 February 2014, www.adobe.com (http://www.adobe.com) .

34 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AEC) . Parks Associates, “Mobile Collaborative Communications for Business,” white paper, accessed 27 February 2014, www.parksassociates.com (http://www.parksassociates.com) .

35 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AEE) . Chuck Williams, Management, 2nd ed. (Cincinnati: Thomson South-Western, 2002), 706–707.

36 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#rP7001012451000000000000000001AF0) . Ron Ashkenas, “Why We Secretly Love Meetings,” Harvard Business Review blogs, 5 October 2010, blogs.hbr.org (http://blogs.hbr.org) .

37 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#rP7001012451000000000000000001AF2) . Douglas Kimberly, “Ten Pitfalls of Pitiful Meetings,” Payroll Manager’s Report, January 2010, 1, 11; “Making the Most of Meetings,” Journal of Accountancy, 28 February

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2009, 22.

38 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#rP7001012451000000000000000001AF4) . Cyrus Farivar, “How to Run an Effective Meeting,” BNET website, accessed 12 August 2008, www.bnet.com (http://www.bnet.com) .

39 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#rP7001012451000000000000000001AF6) . “Better Meetings Bene�it Everyone: How to Make Yours More Productive,” Working Communicator Bonus Report, July 1998, 1.

40 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#rP7001012451000000000000000001AF8) . Janine Popick, “Business Meeting Etiquette: 8 Pet Peeves,” Inc., 9 April 2012, www.inc.com (http://www.inc.com) .

41 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#rP7001012451000000000000000001AFA) . “Features Overview,” MeetingSense website, accessed 11 May 2013, www.meetingsense.com (http://www.meetingsense.com) .

42 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#rP7001012451000000000000000001AFC) . Roger O. Crockett, “The 21st Century Meeting,” BusinessWeek, 26 February 2007, 72–79.

43 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#rP7001012451000000000000000001AFE) . Steve Lohr, “As Travel Costs Rise, More Meetings Go Virtual,” New York Times, 22 July 2008, www.nytimes.com (http://www.nytimes.com) .

44 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#rP7001012451000000000000000001B00) . GoToMeeting website, accessed 3 May 2012, www.gotomeeting.com (http://www.gotomeeting.com) ; “Unlock the Full Power of the Web Conferencing,” CEO World, 20 November 2007, www.ceoworld.biz (http://www.ceoworld.biz) .

45 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#rP7001012451000000000000000001B03) . Nick Morgan, “How to Conduct a Virtual Meeting,” Harvard Business Review blogs, 1 March 2011, blogs.hbr.org (http://blogs.hbr.org) .

46 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#rP7001012451000000000000000001B05) . Keith Ferrazzi, “How to Run a Great Virtual Meeting,” Harvard Business Review, 27 March 2015, www.hbr.org (http://www.hbr.org) .

47 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B07) . Judi Brownell, Listening, 2nd ed. (Boston: Allyn & Bacon, 2002), 9, 10.

48 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B09) . Carmine Gallo, “Why Leadership Means Listening,” BusinessWeek, 31 January 2007, www.businessweek.com (http://www.businessweek.com) .

49 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B0B) . Augusta M. Simon, “Effective Listening: Barriers to Listening in a Diverse Business Environment,” Bulletin of the Association for Business Communication 54, no. 3 (September 1991): 73–74.

50 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B0D) . Robyn D. Clarke, “Do You Hear What I Hear?” Black Enterprise, May 1998, 129.

51 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B0F) . Dennis M. Kratz and Abby Robinson Kratz, Effective Listening Skills (New York: McGraw-Hill, 1995), 45–53; J. Michael Sproule, Communication Today (Glenview, Ill.: Scott Foresman, 1981), 69.

52 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B11) . Brownell, Listening, 230–231.

53 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B13) . Kratz and Kratz, Effective Listening Skills, 78–79; Sproule, Communication Today, 69.

54 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B15) . Bill Brooks, “The Power of Active Listening,” American Salesman, June 2003, 12; “Active Listening,” Study Guides and Strategies website, accessed 5 February 2005, www.studygs.net (http://www.studygs.net) .

55 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B17) . Bob Lamons, “Good Listeners Are Better Communicators,” Marketing News, 11 September 1995, 13+; Phillip Morgan and H. Kent Baker, “Building a Professional Image: Improving Listening Behavior,” Supervisory Management (November 1985): 35–36.

56 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B19) . Clarke, “Do You Hear What I Hear?”; Dot Yandle, “Listening to Understand,” Pryor Report Management Newsletter Supplement 15, no. 8 (August 1998): 13.

57 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B1B) . Brownell, Listening, 14; Kratz and Kratz, Effective Listening Skills, 8–9; Sherwyn P. Morreale and Courtland L. Bovée, Excellence in Public Speaking (Orlando, Fla.: Harcourt Brace, 1998), 72–76; Lyman K. Steil, Larry L. Barker, and Kittie W. Watson, Effective Listening: Key to Your Success (Reading, Mass.: Addison Wesley, 1983), 21–22.

58 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B1D) . Patrick J. Collins, Say It with Power and Con�idence (Upper Saddle River, N.J.: Prentice Hall, 1997), 40–45.

59 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B1F) . Morreale and Bovée, Excellence in Public Speaking, 296.

60 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#rP7001012451000000000000000001B21) . Dale G. Leathers, Successful Nonverbal Communication: Principles and Applications (New York: Macmillan, 1986), 19.

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61 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#rP7001012451000000000000000001B23) . Gerald H. Graham, Jeanne Unrue, and Paul Jennings, “The Impact of Nonverbal Communication in Organizations: A Survey of Perceptions,” Journal of Business Communication 28, no. 1 (Winter 1991): 45–62.

62 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#rP7001012451000000000000000001B25) . Danielle S. Urban, “What to Do About ‘Body Art’ at Work,” Workforce Management, 24 March 2010, www.workforce.com (http://www.workforce.com) .

63 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#rP7001012451000000000000000001B27) . Virginia P. Richmond and James C. McCroskey, Nonverbal Behavior in Interpersonal Relations, 4th ed. (Boston: Allyn & Bacon, 2000), 153–157.

64 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#rP7001012451000000000000000001B29) . Mary Ellen Slayter, “Pamela Meyer on the Science Behind ‘Liespotting,”’ SmartBlog on Workforce, 14 September 2010, smartblogs.com (http://smartblogs.com) .

65 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#rP7001012451000000000000000001B2B) . Slayter, “Pamela Meyer on the Science Behind ‘Liespotting.”’

66 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#rP7001012451000000000000000001B2D) . Joe Navarro, “Body Language Myths,” Psychology Today, 25 October 2009, www.psychologytoday.com (http://www.psychologytoday.com) ; Richmond and McCroskey, Nonverbal Behavior in Interpersonal Relations, 2–3.

67 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#rP7001012451000000000000000001B2F) . John Hollon, “No Tolerance for Jerks,” Workforce Management, 12 February 2007, 34.

68 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#rP7001012451000000000000000001B31) . Linton Weeks, “Please Read This Story, Thank You,” NPR, 14 March 2012, www.npr.org (http://www.npr.org) .

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